What is reading?

 Reading is decoding written symbols.

 Reading is getting meaning from the printed page.
 Reading is putting meaning into printed page.
 Reading is the process of interpreting the written symbols
 Reading is the process of communication between author and the
reader.

A number of scholars have arrived at some characteristics of the reading

process:
 Reading is complex process.
 Reading is a two-way process
 Reading is largely a visual process
 Reading is active process. It is thinking process
 Reading makes use of linguistic systems which enables readers to be
more effective users of written language.
 Effective reading is partly dependent on the reader’s prior
knowledge or background experiences.

Why read?
 Reading makes us well-informed.
 Reading can be worthwhile form of recreation.
 Books we read can be a source of inspiration.
 Reading can be a form of therapy.

What to read?
* Developmental Reading
* Remedial Reading
* Recreatory Reading
* Functional Reading

Outside the classroom, an individual who is capable of independent

reading, usually selects his/her reading materials based on the following.
* His/her purpose
* His/her interest
* The availability of materials
* Time for reading
*Reading Materials
*Future-oriented
*Leaflets and Magazines
*Fiction and non-fiction
*Poems
*Prose and non-prose
*Yearbooks
*Contemporary
*Essays, Stories, novels
*Books and brochure
*Encyclopedia, Newspaper
*Classical *Dramas *Historical
Building Your Word Power
A limited vocabulary is a setback to efficient reading. One who wants
to get the most from the printed page must therefore have a relatively wide
vocabulary.
 Unstable components of a language
 Changes meaning and form another word

Structural Analysis
It is a process of decoding unfamiliar words by visually examining the
words to discover component parts which may lead to pronunciation and
meaning. One who uses structural Analysis must be able to recognize the
root word or based word; inflectional endings (-e-ed-ing) affixes, prefixes and
suffixes and compound words.

Root words
A word from which other words are formed by adding a beginning
part (prefix) or an ending part (suffix) is called a root word.

Compound Words
Words that are made up of two or more words are called compound
words. Compound words may be written in three ways: with a hyphen,
joined as one word, written as separate words.
Examples: blackout, check-off, hanger-on, all-time, rat race, blue stocking
and Red Horse

Prefixes
A word part added to the beginning of a word is called a prefix. A
prefix is made up of one or more syllables.
Examples: -sub-trans-in-re
prefix meaning examples Form
un Not, Adjective to
verb
dis Not, apart, away disappear, disagreeable,
disbar, dissect
in, il, im, ir Not, without illegal, immoral, inconsiderate,
irresponsible
 mis Wrongly
re
over Too much
under Not enough
out surpass
Self
ex former extract, exhale, excavate, ex-
president
anti Against,opposit Anticlimax, antibody
e of
Pro In favor
Post After postmortem,
posterior, postscript,
postoperative
Pre before

Suffixes
A suffix refers to syllable or syllables added at the end of a word to
form a new word with a different meaning.
Examples: or, er, ist, ian, ant

suffix meaning examples Form

er someone who helper, teacher, preacher,
performs an action. dancer
Action or process, faster, bigger, fuller
making an adjective
comparative
or A person who is Distributor, investigator, To form a noun
something translator, conductor
ist Practices on certain
profession
ment The action or result of
movement, retirement,
abandonment,
establishment
ian theologian
ion The action or process celebration, opinion, Verb to noun
 of decision, revision
ness A state or quality Fondness, awareness, Adjective to
kindness, darkness noun
ity activity Adjective to
noun
en become Soften, fasten, lengthen, Adjective/noun
strengthen to verb
ize To cause or to Memorialize, authorize, Adjective to
become advertise verb
ity The state or condition probability, equality,
of. To make a base abnormality, civility
word
y Made up of or Brainy, fruity, tasty, Adjective to
characterized by grouchy nouns
ful Having quality, Grateful, beautiful, Noun to
notable of wonderful, fanciful adjective
less without Hopeless, faultless, Noun to
fearless, restless adjective
ous Having qualities of, Gracious, cautious, Noun to
Has spelling and humorous, fabulous adjective
sound changes
al Connected with, Theatrical, natural,
pertaining to criminal, seasonal
ic Relating to Iconic, organic, heroic, Noun to
poetic adjective
some
able Capable, worthy of Preventable, adaptable,
being predictable, credible
ible Capable of being
chosen
ive Quality or nature of Creative, expensive, Verb to
expressive, preventive adjective
ism Theory, act or belief criticism, humanism,
professionalism, patirotism
Review questions
1. Among these five words which one is spelled correctly?
a. Out play
b. Inter-national
c. Inter-urban
d. Self confident
e. Under-age
2. Among these five words which one is spelled correctly?
a. postwar
b. Post graduate
c. Inter-continental
d. Progerman
e. Antiaircraft
3. This prefix means “against”
a. ex
b. pro
c. inter
d. super
e. anti
4. This prefix means former or previous: used most often on names of
position or professions.
a. post
b. ex
c. pro
d. mis
e. anti
5. This prefix means “in favor of”
a. post
b. inter
c. pro
d. anti
e. pre
6. Another negative prefix, meaning “wrongly” or “badly”
a. self
b. post
c. pro
 d. mis
e. ex
7. This prefix is often used to form nouns and adjectives with a reflexive
meaning.
a. super
b. pro
c. anti
d. mis
e. self
8. This prefix is often used to form verbs meaning “to surpass in”, “to
go beyond”.
a. under
b. over
c. ex
d. pro
e. out
9. This prefix is often used to mean “too much, excessive”
a. over
b. self
c. re
d. under
e. mis
10. This prefix opposite in meaning to over means “not enough”,
“insufficient”
a. anti
b. pro
c. super
d. under
e. out
11. This is another very common suffix for forming adjective usually from
nouns. Note that there’s many spelling and sound changes when this
suffix is added to the base.
a. ible
b. ic
c. some
d. ly
 e. able
12. When this suffix is added to nouns, it changes them to adjectives,
meaning “without what is named by the base”.
a. ize
b. less
c. ity
d. ful
e. ment
13. One of the commonest ending for adjectives in English is
. Usually, the suffix is added to nouns to make,
meaning, “having the quality named by the based word”.
a. less
b. ize
c. ment
d. ity
e. ful
14. This is an extremely common suffix. It makes adjectives from nouns,
usually short nouns of one or two syllables.
a. er
b. less
c. ful
d. ize
e. y
15. This suffix forms verbs, usually, from adjectives but sometimes from
nouns. It expresses the meaning “make or become like the base-
word.”
a. ist
b. ment
c. en
d. ness
e. ity
16. This suffix also forms nouns from adjectives but there is almost
always a sound changed.
a. ist
b. ness
c. er
 d. ity
e. ment
17. This suffix forms nouns from adjectives. In the process, the suffix is
just added to the word. There are times when the terminal letter is
changed.
a. er
b. ist
c. ment
d. ness
e. ity
18. This is very common suffix. It forms nouns from verb, with a number
of different meanings.
a. ment
b. or
c. ist
d. ness
e. er
19. These suffixes are added to many English words to form a noun.
Usually the meaning of the noun is one who performs the action of
the verb.
a. or & er
b. or & ment
c. none of these
d. ist & ness
e. ness &ment
20. This suffix means “one who practices a certain profession or follows
a certain doctrine or set of beliefs.
a. or
b. ist
c. none of these
d. ment
e. ness
MIDTERM
The businessman did not have enough capital.
The capital of Pampanga is San Fernando.
Begin you sentence with a capital letter.

 Homophones— Words that sound alike but have different

spellings and meanings.
Ex.
Eight—ate
Mail—male
Accept—except
but—butt
right—write
sail—sale
pale—pail

 Homographs— words that are spelled the same but have

different meanings and sounds.
Ex.
present—present
lead—lead
resume—resume
bow—bow
fair—fair

 Homonyms— words that spelled the same have the same

sounds but have different meanings.
Ex.
letter—letter
lie—lie
train—train
right—right
 1. Mr. Reyes made the carpenters construct a room for the maid.
2. The health inspector would like to meet the meat vendors
immediately.
3. One hour [hour] is too short for our [pronoun] scheduled
business meeting.
4. The deer [noun] is very dear to the father.
5. Did you write verb the right adverb answer?
6. The plane noun went down the plain noun.

IDIOMS
Have you read the expressions like “Better-half, black sheep,
bring home the bacon and easy as abc?”

Try to analyze the following sentences

As your friend, I am always here to help you AT THE DROP OF A
HAT.
The Iphone 13 pro max may be good, but will COST AN ARM
AND A LEG.

Idiomatic expression
Idiom is a phrase whose meaning is different from the
individual words that make it up.
“Cat got your tongue”

Any student interested to learn idioms should take note of the

following:
1. Read much and note idioms used
2. Read good modern authors
3. Commit idiomatic expressions to memory

Examples of Idiomatic expression

1. My brother is burning the candle at both ends. He is a
working student.
 2. I cannot comprehend it. Please go back to the drawing
board.
3. Because nobody was interested in sports, the newly
constructed Pelota Court turned out to be a white
elephant.
4. In order for you to pass the exam, you have to hit the
books.
5. They were criticized to cut corners in building the house.
6. My letter of protest was just a drop in the ocean.
7. I cannot believe that our prelim examination in Tasgra was
just a piece of cake.
8. What a good egg you are! Thank you for all your help.

FIGURATIVE LANGUAGE
Simile
Indirect comparison of two things using “like” or “as”
Examples:
The new teacher is as tall as a giraffe.
He is brave as lion.
I feel as fresh as daisy.
He eats like a pig.

Metaphor
Direct comparison between two object.
Examples:
He is a sleeping tiger.
Everyday with you is a fairytale.
The snow was a blanket of white on the ground.

Personification
Is a poetic literary device in which non-living things are given
human traits.
Examples:
My alarm clock yells at me to get out of bed every morning.
The cloud starts to cry.

Alliteration
repetition of the first consonant of neighboring words.
Examples:
Fred's friends fried fritters for Friday's food.
Jackrabbits jump and jiggle jauntily.
Quincy's quilters quit quilting quickly.

Hyperbole
a figure of speech that uses an exaggerated or extravagant
statement to create a strong emotional response.
Example:
•I'm so hungry I could eat a horse
•I love you to the moon and back

Idiom
An idiom is a widely used saying or expression containing a
figurative meaning that differs from the phrases literal meaning.
Examples
Why are you so "bent out of shape"? - Why are you so upset?
"He missed the boat". – He missed out on an opportunity.

Onomatopoeia
the process of creating a word that phonetically imitates,
resembles, or suggests the sound that it describes. Such a word itself is
also called an onomatopoeia. Common onomatopoeias include animal
noises such as oink, meow, roar, and chirp
Examples
The pigs oink as they flop in the mud.
Her umbrella blew away with swoosh of the wind.

Symbolism
 a tool of figurative language where an image, object, idea or
symbol is used to represent something other than its literal meaning.
Examples
•A broken mirror can symbolize bad luck, or some kind of separation.
•An open door can highlight a transition or change in a character’s life.

Paradox
a statement that seems to lead to an illogical contradiction or a
situation that contradicts common sense and reasoning. French word,
paradoxe that means “a statement contrary to common belief or
expectation".
Examples
•Save money by spending it.
•This is the beginning of the end.
•I only message those who do not message.

Metonymy
the use of a linked term to stand in for a n object or concept.
Examples:
•We will swear loyalty to the crown.
•The Malacañang will be making an announcement around noon

Synecdoche
a figure of speech which part is made to represent the whole
or vice versa.
Examples:
•Check out my new wheels.
•We need to know how many heads to expect.
•I was interviewed by Rappler.

Oxymoron
combines contradictory words with opposing meanings.
Example:
•deafening silence
•old news
•organized chaos
•little giant

Life is a dream - SIMILE

The sly, slithering snake snuck into the shed. -ALLITERATION
The cat meows incessantly as she pets it -ONOMATOPOEIA
Parting is such sweet sorrow. - OXYMORON
Hungry mouths to feed. - SYNECDOCHE
The stars wink in the night sky- PERSONIFICATION
I tried a thousand times- HYPERBOLE
A red rose or red color stand for love and romance. -SYMBOLISM
My weakness is my strength. - PARADOX
I'm so thirsty I could drink the entire ocean. - HYPERBOLE

synecdoche
metaphor
apostrophe
hyperbole
personification
consonant
paradox
oxymoron
synecdoche
Developing Reading Comprehension
Comprehension
Comprehension is a creative, multifaceted process in which
students engage with the text (Tierney, 1990).

Teachers often view comprehension as a mysterious process of

taking meaning or understanding what students read.
Comprehension is invisible
Three factors influence comprehension:
The reader, the text, and the purpose (Irwin, 1991)
1. Background knowledge
2. Text
3. Purpose
Irwin (1991) defines comprehension as the reader’s process of using
prior experiences and the author’s text to construct meaning that is
useful to that reader for a specific purpose.
Five sub processes of comprehension:
1. Micro processes
2. Integrative Processes
3. Macro processes
4. Elaborative Processes
5. Metacognitive Processes
Micro processes
The microprocesses focus on sentence-level comprehension. Readers
chunk ideas into phrases and select what is important from the
sentence to keep in short-term memory.
Students practice using the microprocess whenever they reread
sentences, paragraphs, and longer texts and chunk words into phrases
as they need.
The Integrative Processing Model

Macro processes
Relate to the big picture – the entire text.
The 2 components of the macroprocesses:
1. Recognizing the structure of the text.
2. Selecting the most important information to remember. (Irwin,
1991)
Teacher teach students about the elements of story structure,
expository text structure, and poetic formulas so that students can
apply this knowledge in both reading and writing. Learning to
differentiate between the more important and less important ideas is
a part of macroprocessing. And this knowledge is crucial for both
reading and writing, as students read, they choose the more important
ideas to remember; when students write, they organize their
composition to focus on the more important ideas, if they are writing
a story, they focus on the beginning, middle, and end; if they writing a
cause-and-effect essay, they explain the causes that produce an effect.
Teachers assess students’ knowledge of macroprocesses through
the oral and written retellings, their graphic organizer, and the
summaries of their writes.
Teacher can also examine the overall structure of the compositions
students write.

Elaborative Processes
Students use elaborative processes to activate their
background knowledge and make connections with the book they are
reading or listening to as it is read aloud. They make three types of
connections: text-to-self, text-to-world, and text-to-text connections
(Fountas & Pinnel, 2001).
 In text-to-self connections, students link the ideas they are
reading about to their own life experiences; they are personal
connections. A story event or character may remind them of
something or someone in their own lives, and information in a
nonfiction book may remind them of an experience they have had. If
students are reading a book about sea adventure, for example, they
might connect the information about their own experience while
sailing or going fishing in the sea.

In the text-to-world connections, students move beyond

personal experience to relate what they are reading to the “world”
knowledge they have learned both in and out of school. If they are
reading, for example, about the Memoirs of a Geisha they would be
able to relate the story about the culture of Japan in contrast to that
of the Eskimos or Africans.

When students make text-to-text connections, they link the

text itself or an element of the text to another text they have read or
to a familiar film, video, or television program, Text-to-text
connections are also called “intertexuality” (de Beaugrande, 1980).

Metacognitive processes
Metacognition
- student’s conscious awareness of their thinking (Baker &
Brown, 1984).
- “Thinking about thinking”
- Monitoring understanding, selecting what to remember and
regulating strategies used when reading.
Metacognitive strategies
- predicting, visualizing, organizing, tapping prior knowledge and
self-questioning.
 - Rehearsing, reviewing, underlining important words or sections
of passage, note-taking and checking understanding.
The five sub-process of comprehension operate simultaneously during
the reading and writing processes. They work together throughout a
variety of activities so that students refine their understanding.
TAXONOMY OF COGNITIVE AND AFFECTIVE DIMENSIONS OF READING
COMPREHENSION
1. Literal Comprehension
It focuses on ideas and information which are explicitly
stated in the selection.
Recognition of details and recalling of main ideas.
Recognition of character trait.
Identify

2. Reorganization
It requires the student to analyze, synthesize, and or
organize ideas or information explicitly stated in the selection.
Organizing ideas in to categories. Like characters in which is
the protagonist and antagonist.
Classify.
Outlining- organizing ideas into a structure, lining or bullet
form.
3. Inferential Comprehension
Is demonstrated by the student when he uses the ideas and
information explicitly stated in the selection, his intuition, and his
personal experience as a basis for conjectures and hypothesis.
Ask students for their conjecture [opinion]. Your own version
of an ending of the story [hypothesis]. To deepen the engagement.
4. Evaluation
Purposes for reading and teacher's questions, in this
instance, require responses by the student which indicate that he
has made an evaluative judgment by comparing ideas presented in
the selection with external criteria provided by the teacher, other
authorities, or other written sources, or with internal criteria
provided by the reader's experiences, knowledge or values.
The student will think if they have experience familiar with the
story. Completeness or incompleteness of the work. Judgement of
work and acceptability. Fantasy or reality.
 5. Appreciation
It deals with the psychological and aesthetic impact of the
selection on the reader. Appreciation call for the student to be
emotionally and aesthetically sensitive to the work and to have a
reaction to the worth of its psychological and artistic elements.
Verbalize feeling on the work based on interest.
Reaction to the work. Analyze or response on the craftwork.
Connotation- implied meaning
Denotation- literal meaning

Books are the best healers

No one can deny that books are the best healers. Books release
stress and satisfy your souls with words. If you read a book you will
feel that your own stories are served by another mind. Nothing can
replace a book but another book. Now many readers use ebooks or
phones when they are away or traveling. The book never lies in any
situation; you can get the right path from a book.
PRACTICE QUESTIONS
1. Flooded with spotlights-the focus of all attention- Miss
Philippines began her year-long reign. What kind of semantic
clues applied in the given example?
Definition clue
None of these
Contrast clue
Explanation clue
Appositive clue
2. His emaciation, that is, his skeleton-like appearance, was
frightening to see. What kind of semantic clue applied in the
given example?
None of these
Contrast clue
Appositive clue
Definition clue
Explanation clue
3. Don’t expect any donation from a CLOSE-FISTED person. He
would rather keep his money for himself alone.
Select the correct meaning of the idiom.
 a very poor person
4. During the Spanish PERIOD, the “comedia” and the “sarzuela”
became very popular. Determine the meaning of the
capitalized word.
 an ideal situation
5. You better DRESS the chicken now. Determine the meaning of
the capitalized word
 to prepare by special processes
6. The patient was told A WHITE LIE to prevent him from worrying
 a harmless untruth
7. Things will be clearer to everybody if you CALL A SPADE A
SPADE.
 Speak in plain terms
8. On the top floor, one gets a BIRD’s EYE VIEW of the city.
 A view over the entire area
9. His DRIVE to obtain a degree made him surmount all obstacles.
Determine the meaning of the capitalized word.
 Source of motivation
10. She shed CROCODILE TEARS when the cruel step-mother died.
 Pretended sorrow
11. The BOARD did not come to an agreement. Determine the
meaning of the capitalized word.
 An official body of persons
12. The DRIVE against pollution seems to be a success. Determine
the meaning of capitalized word.
 United effort to accomplish some purpose
13. In this instance the student is required to place people, things,
places and/or events in categories.
Summarizing
Classifying
Outlining
 Synthesizing
Inferring
14. A simple task in ____ may be the recognition or recall of a
single fact or incident.
Inferential comprehension
Literal comprehension
Reorganization
Appreciation
Evaluation
15. This comprehension is demonstrated by the student when he
uses the ideas and information explicitly in the selection
Reorganization
Appreciation
Evaluation
Inferential comprehension
Literal comprehension
16. “Does the author provide adequate support for his
conclusions?”
 Judgement of adequacy and validity
17. Students make connections with the book they are reading or
listening to as it is read aloud.
 Elaborative process
18. The student is asked to condense the selection using direct or
paraphrased statements from the selection.
 Synthesizing
19. If students have difficulty answering the questions, teacher
needs to ask clarifying questions more often and model how
they make connections and relationships among sentences.
 Integrative process
20. Students practice using ________whenever they read, reread
sentences, paragraphs, longer texts and chunks word into
phases as they read.
 Microprocess
21. These three factors influence comprehension excepts:
 Author
22. The student is required to locate or identify the order of
incidents or actions explicitly stated in the selection
 Recognition of sequence
23. In this instance, the student is required to respond to the
author’s craftsmanship in terms of the semantic dimensions of
the selection.
 Reactions to the author’s use of language
24. This comprehension is demonstrated by the student when he
uses the ideas and information explicitly stated in the
selection.
 Inferential Comprehension
25. The student in this instance maybe required to locate or
identify the explicitly stated reasons for certain happenings or
actions in the selection.
 Recognition of Cause and Effect Relationship
26. Teachers teach student about elements of story structure,
expository text structures, and poetic formulas so that
students can apply this knowledge in both reading and writing.
 Macroprocess
27. It includes both the knowledge of and the emotional response
to literary techniques, forms, styles and structures.
 Evaluation
28. In this instance, the reader is required to verbalize his feelings
with regard to the author’s artistic ability to paint word
pictures which the reader to visualize, smell, taste, hear and
feel.
 Imagery
29. It requires the student to analyze, synthesize, and or organize
ideas or information explicitly stated in the selection.
 Reorganization
30. Choral reading is one of the practice activities in this sub
process.
 Macroprocess
31. It involves all the previously cited cognitive dimensions of
reading, for it deals with psychological and aesthetic impact of
the selection on the reader.
 Appreciation
32. A story event or character may remind them of something or
someone in their own lives.
 Text-to-self connections
33. Students link text itself or an element of the text to a familiar
film, video or television program.
 Text-to-text connections
Using Context Clues
These clues maybe the words, phrases or sentences
surrounding the unknown word.

Definition Clue
A word may be directly defined in the context.
Example:
The register is the book in which the names of the people are
kept.

Appositive Clue
An appositive may offer a synonym or description of the word.
Example:
Euthanasia, mercy killing in plain language, is a very
controversial issue.

Contrast clue/Antonym
An opposite meaning context clue contrast the meaning of an
unfamiliar word with the meaning of a familiar term.
Example:
David was very outgoing as opposed to his coy older sister.

Explanation Clue
Succeeding sentences may provide explanations that may
clarify the meaning of an unknown word in previous sentence.
Example:
Lucy’s unusual timidity bothered her parents. They wondered
why she would not even want to talk to any visitor. She would
rather lock herself to her room. In school, her teachers were
complaining too, why Lucy was too shy or withdrawn to join any
class activity.

Syntactic Clues
SCS are contained in grammar of our language. SCS will help
reader discover that word is a noun, an action word, etc.
Presentation Clues
Refer to the other aids that the author may use to make
himself clear to the reader.